Nonfiction Read Aloud

October 16, 2012 & October 30, 2012Jennifer GondekInstructional Specialist for Inclusive Educationjgondek@tstboces.orghttp://inclusiveed.wikispaces.com

Please reflect on the 2 questions on page 2 of your packet. Make a few notes to share out later today.

Whip-Around•Name•Grade level•Share out a nonfiction text you brought today and why it’s a favorite

Session Objectives:Participants will:

Understand the difference between a Traditional Read Aloud and Interactive Read Aloud

Explain the benefits of using informational text for IRA Connect elements of the Interactive Read Aloud to the

Common Core Learning Standards Determine appropriate informational texts for read aloud at a

given grade level Create a CCLS aligned lesson plan for IRA using an

informational text. Share resources and strategies for implementation of an IRA

in the K-5 classroom Plan for generalization of strategies through integration of

additional informational texts throughout the classroom schedule

A Clarification What is the difference between informational genres and nonfiction?

According to Fountas and Pinnell,

“Informational genres are “a category of texts in which the purpose is to inform or give facts about a topic. Nonfiction feature articles and essays are examples of informational text” (page 247).

Nonfiction is “a text based on fact” (page 248).

Specific types of non-fictionAlmanac AutobiographyBiography BlueprintBook report Creative nonfictionDesign document DiagramDiary DictionaryNonfiction films EncyclopediaEssay Guides and manualsHandbook HistoryJournal (disambiguation) JournalismLetter Literary criticismMemoir Natural historyPhilosophy PhotographResearch paper Science bookScientific paper StatuteTextbook Travelogue

WHY NONFICTION?

WHY INTERACTIVEREAD ALOUD?

9

A Definition

•According to Fountas and Pinnell, Interactive Read-Aloud is “A teaching context in which students are actively listening and responding to an oral reading of a text.”

--The Continuum of Literacy Learning,

Grades K-2. A Guide to Teaching, page 163.

Read-Aloud vs. Interactive Read-Aloud

Read AloudInteractive Read

Aloud • Teacher reads

aloud for pleasure• Students listen,

but are not expected to participate

• Listening comprehension occurs, but is not assessed

• Teacher reads aloud with a purpose

• Students listen and reflect orally or through writing

• Listening comprehension occurs and is assessed

Motivating Reluctant Readers through Nonfiction Read-Alouds presented by Dawn Little, M.Ed., Links to Literacy

Benefits of Interactive Read Aloud:•Vocabulary development•Acquisition of syntax•Sensitivity to formats of informational text•Gains in expressive language•Models strategic thinking•Introduces new concepts•Indulges curiosity•Helps students understand their world

Interactive Read Aloud Supports:•Literature Study-Book Clubs•Reading Mini-lessons•Independent Reading•Guided Reading•Writing Mini-lessons•Independent Writing

CONNECTION TO THE

COMMON CORE

CCLS: Shift 1Balancing Informational

and Literary Texts

Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework

Grade Literary Informational

4 50% 50%8 45% 55%

12 30% 70%

Record of Reading:

Record of Reading:

Appendix B:

•Informational Text vs. Informational Text for Read Aloud•Samples of text exemplars•Sample performance tasks linked to CCLS

Shift 2Knowledge

in the Disciplines

Shift 3Staircase of Complexity

• Growth “steps” for each grade level•Grade appropriate text at the center of instruction•Close and careful reading with scaffolded supports for students reading below level.

From Reading Between the Lines

http://act.org/research/policymakers/pdf/reading_summary.pdf

The Domino Theory

Teach children to decode first, and put off vocabulary and

comprehension instruction until later.

Smolkin & Donovan, 2002.

“If we want children to reason their ways through texts during a time when they cannot yet read, then the social context for comprehension acquisition must be a read-aloud of text.” (p. 144)

Shift 4Text-Based Evidence•Rich and rigorous conversations•Dependent on the text•Classroom experiences connected to text•Evidentiary arguments

Shift 5Writing from SourcesUsing Evidence To:

InformMake argumentsRespond to ideas, events, facts, and arguments presented in text

Shift 6Academic Vocabulary

• Pivotal and commonly found words

•Build vocabulary to access grade level complex text

Tier 2

Selecting Quality Texts:Factors for Consideration: Length of the text and time required to read it.Your student’s background knowledgeYour student’s experience in listening to texts.Topics of interest to the age level.Accessibility of concepts to the age level.Maturity of themes and ideasDensity of the textAccessibility of illustrationsComplexity and Accessibility of languageAppeal to the age groupOpportunities to connect with other texts/content(Fountas & Pinnell, 2006)

http://inclusiveed.wikispaces.org

Understanding the Demands of NF

Factors for Consideration: GenreText StructureContentThemes and IdeasLanguage and Literary FeaturesSentence ComplexityVocabularyWordsIllustrationsBook and Print Features(Fountas & Pinnell, 2006)

1. Choose a new text.

2. Discuss it in terms of appeal to students.

3. Use the 10 factors to analyze the text on page 7 of your packet.

1. Choose a new text to explore.

2. Discuss it in terms of appeal to students.

3. Use the “Questions to Ask About Factual Texts” form to guide your discussion on page 8 of your packet.

Preparing for Interactive Read Aloud:

•Plan ahead!•Read the text yourself•Examine the text•Note a few targeted opportunities to

model (think aloud!) comprehension strategies/skills.

•Note a few targeted opportunities (post-its!) to stop for text talk.

•Determine vocabulary words to be taught.

(Fountas & Pinnell, 2006)

Setting for an Interactive Read Aloud:

• Students must be comfortably seated

• Everyone should be able to hear/see

• Procedure in place for turn and talks/group discussion

(Fountas & Pinnell, 2006)

Conceptual Model:Gradual Release of Responsibility*

Teacher + Students

ImmediateFeedback

Sim

ple

Con

text

ImmediateFeedback

Com

plex

C

onte

xt

All Teacher

Making Thinking

Public

Mod

elin

g

Sharing Cognitiv

e

Secrets

All Students

Planning

Aut

hent

ic

Con

text

Authentic Task A

sses

smem

t

*Pearson, P.D., & Gallagher, M.C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8, 317-344.

Th

ink

Alo

ud

Gu

ided

Pra

ctic

e

Turn

and

Talk

s

Gradual Release of Responsibility

Think Aloud

Practice

Turn & Talk

Independent

Structure of an Interactive Read-Aloud

Selection and Preparation

OpeningReading AloudEmbedded TeachingText Talk

Discussion and Self-Evaluation

Record of ReadingWritten Response (optional, but strongly recommended)

(Fountas & Pinnell, 2006)

Comprehension Strategy Focus for Lesson Components:

Before Reading During Reading After Reading

Identify Purpose Use a consistent framework

Retelling or Written Response

Previewing Question-Asking Review, Extend Vocabulary

Predict Make connections

Define critical vocabulary

Make inferences

Self Monitor

Vocabulary(Santoro, Chard, Howard & Baker, 2008)

Nonfiction Read Aloud

(Part 2) March 13, 2012Jennifer GondekInstructional Specialist for Inclusive Educationjgondek@tstboces.orghttp://inclusiveed.wikispaces.com

Browse the room. Choose one text (book or article) to work with for the rest of the session. This can be a book you brought, or a new title.

Exploration Time

Welcom

e

Back!

Structure of an Interactive Read-Aloud

Selection and Preparation

OpeningReading AloudEmbedded TeachingText Talk

Discussion and Self-Evaluation

Record of ReadingWritten Response (optional, but strongly recommended)

(Fountas & Pinnell, 2006)

Opening Moves:“Engage the students’ interest and activate thinking in various ways” -Fountas & Pinnell, 2006

Opening Moves:Opening #1

“We’ve been talking about what firefighters do to help us. Today we’re going to read another book about what firefighters do. [Show opened book cover] What do you notice? [Children Respond] This book is funny because it shows dogs as firefighters, but it also tells us what real firefighters do. So listen to find out what firefighters do for work. What kinds of things do you think you will hear about?

Opening Moves:Opening #2

[Open book to end papers] “Something exciting is happening here. What do you think? [Children Respond] Firefighting is dangerous work, isn’t it, but firefighters really help us. You know that they fight fires, and this book tells us about that. You’ll learn how they fight fires but also what they do after the fire is out. What kinds of questions do you think firefighters would ask after they put out a fire? [Children Respond]

Opening Moves:Opening #3

[Open book to show both covers] These dogs are firefighters. When the fire alarm rings, firefighters have to be ready to go in just a few minutes. Listen to this: ‘Open the firehouse doors. Start the engines. They’re off!’ We have seen firefighters speeding to put out a fire. They do that over and over, but they have other work to do as well. That’s what we will learn in this book.”

Opening Moves:

Using the Opening Moves chart as a reference, create 2-3 opening moves for the text you have chosen.

Vocabulary

The Vocabulary Catch-22

Children need to learn more words to read well, but they need to read well to

learn more words.

McKenna, M.C. (2004). Teaching vocabulary to struggling older readers. Perspectives, 30(1), 13-16.

The Matthew Effect

50K

40K

30K

20K

10K

0

K 12

5,0001,500

45,000

17,000

Grade Level

# o

f W

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Ch

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Why Wide Reading Why Wide Reading Is Enough Is Not Enough

Vocabulary size andthe amount a child reads are correlated.

Direct instruction cannot possibly account for the number of word meanings children acquire.

Context is generally unreliable as a means of inferring word meanings.

Most words occur too infrequently to provide the number of exposures needed to learn them.

Marzano, R.J. (2004). The developing vision of vocabulary instruction. In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 100-117). New York: Guilford.

Oral vocabulary at the end of first grade is a significant predictor of comprehension ten years later.

Cunningham, A.E., & Stanovich, K.E. (1997). Early reading acquisition and its relation to experience and ability 10 years later. Developmental Psychology, 33, 934-945.

“Adding three root words a day is the average daily number of words learned by primary age children with the largest vocabularies.” (p. 37)

AndyBiemiller

Biemiller, A. (2004). Teaching vocabulary in the primary grades. In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp.28-40). New York: Guilford.

“Adding three root words a day is the average daily number of words learned by primary age children with the largest vocabularies.” (p. 37)

3 words x 140 days 400 words per year

Biemiller, A. (2004). Teaching vocabulary in the primary grades. In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 28-40). New York: Guilford.

A Continuum of Word Knowledge

No knowledge

A vague sense of the meaning

Narrow knowledge with aid of context

Good knowledge but shaky recall

Rich, decontextualized knowledge,connected to other word meaningsSharon Walpole, University of Delaware

How do we classify Tier 1, 2, and 3 words?

Tier 1 Tier 2 Tier 3

Read page 33 of Appendix A.

Any additional elements to add?

Beck and McKeown’s Three TiersTier 3 • Rare words

• 73,500 word families K-12• Often content-area related• Examples: isotope, estuary

Tier 2 • Important to academic success• 7,000 word families• Not limited to one content area• Examples: fortunate, ridiculous

Tier 1 • The most familiar words• 8,000 word families• Known by average 3rd grader• Examples: happy, go

Determine (3-5) Tier 2 or 3 vocabulary words you will focus your instruction on in this text.

•Explicitly pre-teach these words

•Stop during reading to attend to each word at least once.

•Provide opportunities to review after reading

Nonfiction Text Features:

Chapters 5 & 7

Nonfiction Text FeaturesCaptions Bold

typeArrows Bullets

Keys Headings Labels Glossary

Index Table of Contents

Photos Illustrations

Diagrams

Italics Maps Inserts

Nonfiction Text Structures:

Chapter 8

Books to Use with Primary Students

Books to Use with Intermediate Students

Descriptive

Problem/Solution

Time/OrderChronologicalComparison/Contrast

Cause/Effect

Directions

Mooney, Hoyt, and Parkes, 2003

Reading Aloud: Embedded Teaching and Text Talk

Be intentional!If you stop too often:

-The discussion may lose ground, too much talk and not enough text.-Everyone will lose track of the meaning due to interruption-Children will become disengaged and disinterested-It will take too long to get through a text!

From Teaching for Comprehension and Fluency by Fountas & Pinnell, 2006

How Do I Decide?• What do my students need to understand about this particular text?•What important aspects of the text can students talk about with one another?•What are the opportunities for teaching or “lifting” student’s thinking with this book?•How much should I try to teach using this book (without overdoing it?)•What is most important to help the students think about today, and what should I save for another day?•Is it more important to reread or revisit this text than to have students experience another book?•Should a plan to revisit the text at a later time?

From Teaching for Comprehension and Fluency by Fountas & Pinnell, 2006

Reading Aloud: Embedded Teaching

Think Aloud

Predicting

MAKING CONNECTIONS

INFERRINGSynthesizing

Analyzing

Asking Questions

* Notice vocabulary in context*

Reading Aloud: Text Talk

Intentional Conversation:“Conversational moves directed toward a goal of instruction.”

-Lift the thinking of your students.-Guide and shape the conversation

From Teaching for Comprehension and Fluency by Fountas & Pinnell, 2006

* Notice vocabulary in context*

Reading Aloud: Text Talk

TURN AND TALK

Discussion and Self-Evaluation:•Review key vocabulary and extend learning. •Focus the discussion what you’ve learned so far.•Predict what might happen in the next section.•Compare what they know now to earlier thoughts.•Discuss deeper meaning and author’s message.•Go back into the text to support students’ thinking.•Record students’ thinking on a chart.•Create a chart or list for future use.•Give a 1 minute self-evaluation about the IRA.

Let’s take a peek intosome classrooms!

What do you notice?

5th Grade Introducing Vocabulary

2nd Grade Opening Move and Think Aloud

4th Grade Opening Move with Explicit Learning Target

2nd Grade Modeling and Lifting Student Thinking

2nd Grade Turn and Talk

Multi 1/2 Grades Group Discussion

Written Response:The Reader Response Journal

• Great to use with articles that require students to go back into the text to support their thinking.

• Break out of the old cycle and require students to do some critical thinking and reflection on their own before getting help from a peer or adult.

Read- Discuss- Write

Read- Write- Discuss-Revise

5th Grade Quick Response to Reading

Designing Units

Pair Fiction and Informational Read-Aloud Texts

•Consider pairing fiction with informational books.

•Pairs help teachers feel more comfortable with informational read-aloud.

Additional Options for Planning:•Topic•Theme•Genre•Author Study•Illustrator•Text Structure•Mentor Texts for Writing•Content Areas

Resources:• Interactive Reading and Shared Reading, presentations by Janice Such at www.u-46.org• The Common Core Learning Standards• Motivating Reluctant Readers through Nonfiction Read-Alouds presented by Dawn Little, M.Ed., Links to

Literacy• http://www.readworks.org• http://www.readworks.org/books/readaloud• Benajmin, L. & Moynihan, E. “The Nonfiction Read-Aloud: An Essential Ingredient in Student Learning.”

School Talk 10 (2005): 3-4• McGee, L. & Schickendanz, J. “Repeated interactive read-alouds in preschool and kindergarten.” The

Reading Teacher 60.8 (2007): 742-751• Santoro, L., Chard, D., Howard, L., & Baker, S. “Making the Very Most of Classroom Read-Alouds to

Promote Comprehension and Vocabulary” The Reading Teacher 61.5 (2008), 396-408• Cummins, S. & Stallmeyer-Gerard, C. “Teaching for Synthesis of Informational Texts with Read-Alouds”

The Reading Teacher 64.6 (2011): 394-405• Moss, B. “Making a case and a place for effective content area literacy instruction in the elementary

grades” The Reading Teacher 59.1 (2005): 46-55• Barrentine, S. “Engaging with reading through interactive read-alouds” The Reading Teacher 50.1

(1996): 36-43• Fisher, D., Flood, J., Lapp, D., & Frey, N. “Interactive read-alouds: Is there a common set of

implementation practices?” The Reading Teacher 58.1 (2004): 8-17• Founta, Irene C. & Pinnel, Gay Su. Teaching for Comprehending and Fluency. Portsmouth: Heinemann:

2006.